The History of Turkish Education Course Based on Technopedagogical Education: An Action Research

Autor/in	Çam, Sefika Sümeyye
Titel	The History of Turkish Education Course Based on Technopedagogical Education: An Action Research
Quelle	In: Participatory Educational Research, 8 (2021) 3, S.1-23 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çam, Sefika Sümeyye)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Foreign Countries; History Instruction; Education Courses; Educational History; Preservice Teachers; Preschool Education; Student Attitudes; Teaching Methods; Active Learning; Technology Uses in Education; Pedagogical Content Knowledge; Technological Literacy; Preservice Teacher Education; Turkey + Suchen Sie Ihr Suchwort? Ausland; History lessons; Geschichtsunterricht; Fortbildungskurs; History of education; Bildungsgeschichte; Pre-school education; Vorschulerziehung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pädagogische Kompetenz; Technisches Wissen; Lehramtsstudiengang; Lehrerausbildung; Türkei
Abstract	This study aimed to (a) determine how The History of Turkish Education course was taught under the current conditions, (b) identify the current status of the second-year student teachers (hereafter student) of preschool education regarding the technopedagogical education, (c) design history of Turkish education course activities based on technopedagogical education and specify its effect on the learning-teaching process, and (d) specify the opinions of students on the subject. Action research was applied to achieve this purpose. The researcher designed an action plan and implemented it into a two-hour history of Turkish education course that lasted 12 weeks in the 2018-2019 spring term. The study was conducted with 30 students. Content analysis was used to analyze the data obtained through semi-structured interviews and open-ended questionnaire forms. Findings displayed that traditional methods were used to teach the history of the Turkish education course. Besides, students were passive and had no training based on technopedagogical education. The course designed based on these findings positively affected the learning environment. The students became active, collaborated with their classmates, and communicated constantly with their friends and lecturers even outside the class through social media. However, those who were familiar with traditional teaching methods had difficulty in adopting technopedagogical methods at the first stage; they were adapted to these innovations over time. It was suggested that a course with emphasis on theoretical knowledge (e.g., the history of Turkish education) should be taught based on technopedagogical education in such a way that students could be active. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01